Social studies teachers’ views on out-of-school learning environments (the case of Erzincan province)

This study aimed to determine Social Studies teachers’ views on the effects and use of out-of-school learning environments in Erzincan. A qualitative case study design was employed. The participants were 31 Social Studies teachers working in public and private secondary schools in Erzincan’s central district during the 2025–2026 academic year. Data were collected using an interview form prepared with expert input. Responses to open-ended questions were analyzed through content analysis; the resulting themes and subthemes were presented descriptively according to the research subproblems and supported by direct quotations. Closed-ended responses were analyzed using frequency- and percentage-based descriptive statistics. Findings showed that teachers viewed out-of-school learning environments broadly, not only as field-trip sites, but as “anywhere people are present” and “any environment offering experiential learning.” Teachers reported that these environments contributed to student development in multiple ways. They emphasized systematic cooperation with municipalities, museums, and universities for effective use. Their recommendations focused on financial support, direct integration of activities into the curriculum, and simplified bureaucratic procedures. The study provided valuable local evidence for improving out-of-school learning practices in Erzincan’s educational context.